Course coordination is a common way to offer multi-section courses that accommo- date high enrollment demands while maintaining consistent course standards. In such a course, the coordinator’s pedagogy and leadership style play a significant role in shaping both student and instructor experience. This article describes how the author integrated two common leadership styles (namely, resource-management and humanistic-growth) in order to implement Team-Based Inquiry Learning in a coordinated instruction model with a teaching team consisting of graduate student and postdoc instructors. In addition to sharing practical details about the course de- sign and associated professional learning activities, the author shares vignettes from three-years of implementation that illustrate how a humanistic-growth orientation supported them and their students and instructors. This work provides a concrete example of how course coordinators can scale humanizing practices in introductory courses and provide formative experiences for novice instructors in using such methods.
